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Cerebral Palsy

Cerebral Palsy. Trey Sutter Matthew Leitzen. Definition. Cerebral Palsy is a condition, sometimes thought of as a group of disorders that can involve brain and nervous system functions such as movement, learning, hearing, seeing, and thinking.

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Cerebral Palsy

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  1. Cerebral Palsy Trey Sutter Matthew Leitzen

  2. Definition • Cerebral Palsy is a condition, sometimes thought of as a group of disorders that can involve brain and nervous system functions such as movement, learning, hearing, seeing, and thinking. • There are several different types of cerebral palsy, including spastic, dyskinetic, ataxic, hypotonic, and mixed. • Cerebral Palsy can also be loosely categorized as mild, moderate, or severe. • About 500,000 children and adults of all ages in the United States have the condition.

  3. Cognitive CharacteristicsEarly Childhood • Parents may notice that their child is slow to reach developmental milestones or displays abnormal behavior. • May not respond to sounds • May not be able to bring hands together • May not be able to sit up on own without support • May not be able to crawl at 1 year

  4. Social Characteristics • Difficulty communicating with others • Use signs or gestures if you’re having trouble communicating • A speech therapist can offer ideas and provide equipment that could possibly be used • Want to “fit in” just like everyone else • Feel as if the “chair” makes them and outsider

  5. Motor Characteristics • Symptoms and severity are variable • Mild case would result in minor difficulty in fine motor skills • Severe case could result in significant muscle problems in all four limbs, mental retardation, seizures and difficulties with speech and vision

  6. Impact of Physical Fitness • There is no treatment for the repair of a damaged brain. However a portion of the nervous system that remains can be made functional through a training program. • The physical educator needs to build functional developmental motor patterns with the appropriate parts of the body • There is evidence that sensory and perceptual delays can be improved upon training.

  7. Recommendations for Activity • Activities should address the individual’s unique needs. • Swimming (with floats and supervision) • Also a great place to fall • Trampoline (a child with limited ability can still feel the sensation with a little help) • Remote control devices (many can operate “switches” with heads, hands, and feet)

  8. Equipment and Teaching Modifications • Provide large enough items that students can grasp when writing. • Provide a “tee” when playing games such as baseball or softball. • Also could allow “friend” to push student around bases to encourage relationships during class. • When playing soccer allow student to dribble ball by placing it in lap. • When playing volleyball, lower the net and allow the student to stand closer to net when serving.

  9. Contraindicated Activities • Varying levels of the disability make it hard to say what they can or can’t do. • Ex. I interviewed Zack (UWP football manager) and he had a very mild level of C.P., so he was pretty much able to do anything. • Try to avoid any activities that have a high level of coordination in either the hands or feet.

  10. Support Group • The CP Group

  11. Sources • Auxter,Pyfer,Zittel,Roth. (2010). Adapted Physical Education and Recreation. New York, NY: McGraw-Hill • http://health.yahoo.net/galecontent/cerebral-palsy-3 • http://kidshealth.org/parent/medical/brain/cerebral_palsy.html • http://www.ehow.com/way_5314215_activities-kids-cerebral-palsy.html • http://www.pecentral.org/adapted/adaptedactivities.html • http://www.cerebral-palsy-injury.com/cerebral-palsy-symptoms.html

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